A Comparison on the Effectiveness of Teaching Psychological Capitals and Emotional Self-Regulation on the Low Academic Eagerness of the Female Student Teachers at the Farhangian University of Shahr-e kord

The present study was conducted with the aim of investigating the effectiveness of teaching psychological capitals and emotional self-regulation on the low academic eagerness of the female student teachers. The present study is a quasi-experimental with pretest, posttest, control group and two-month follow-up design. The statistical population of the study included female student teachers at Farhangian University in the city of Shahr-e-kord in academic year 2018-19. 45 female student teachers with low academic eagerness at the Farhangian University of Shar-e-kord were selected through purposive sampling method and were randomly assigned to experimental and control groups (15 students in the experimental group of psychological capitals, 15 students in the experimental group of emotional self-regulation and 15 students in the control group). The experimental groups received ten ninety-minute sessions of interventions of teaching psychological capitals (Akhoondi, 2017) and emotional self-regulation (Gross, 2007) separately in two-and-a-half months. The questionnaire of academic eagerness (Fredricks, 2004) was used for data collection. The data from the study were analyzed through repeated measurement ANOVA and Bonferroni follow-up test. The results showed that teaching psychological capitals and emotional self-regulation have significant effect on the academic eagerness of the student teachers with low academic eagerness (p<0/001). Moreover, the follow-up study showed that there was a significant difference between the effectiveness of the two treatments with the psychological capitals group outperforming the emotional self-regulation group.